EFL Learning Media: Perspective on E-Learning through Google Classroom

Megawati, Fika; Astutik, Yuli

doi:10.4108/eai.7-12-2018.2281768

Cited by 8 publications

(6 citation statements)

References 1 publication

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“…In 2018, Al-Maroof and Al-Emran (2018) adopting Technology Acceptance Model (TAM), reported that the two features (usefulness and ease) affect significantly the chosen sample of undergraduates' intention as GC works as a facilitator to develop their learning activities. As a result, GC can be a potential tool for teaching and learning (Iftakhar, 2016) and receives positive satisfaction in the area of access, communication and interaction (Shaharanee et al, 2016) providing that both teachers and students understand how to use it (Megawati & Astutik, 2018).…”

Section: Video Conference Learning Management System and Applicatiomentioning

confidence: 99%

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Amin

Sundari

2020

SiELE

150

117

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The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

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Section: Video Conference Learning Management System and Applicatiomentioning

confidence: 99%

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Amin

Sundari

2020

SiELE

150

117

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“…It can make students excited and inspired to develop their English learning achievement. As a result, social media can be an expected apparatus for educating and learning (Iftakhar, 2016) also, gets positive fulfillment in the space of access, correspondence and communication (Shaharanee et al, 2016), giving those teachers and student see how to utilize it (Megawati & Astutik, 2018).…”

Section: Resultsmentioning

confidence: 99%

Role of Social Media on the Student's English Learning Achievement

Noviyanti

Franscy

2021

Dialect.Lit.Educ.J.

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This research focuses on the analysis of using Google Classroom, Zoom and YouTube as social media applications to learning English. The objective of this research is to know the role of social media (Zoom, Google Classroom and YouTube) for the student’s learning achievement at SMA Islam As-Syafi’iyah 01. This research used the descriptive analysis method. The data of this research are questions given to the students using google form and collecting their final score from the English teacher. Then, the result of this research; Most of students (57 % of 100 samples) using their gadgets more than three hours per day. The observation found 96% of 100 population and from questionnaire got 70% are always and 19% are usually using social media for learning. 79,7% of students said that Google Classroom, Zoom and YouTube are popular and easy to use in language learning. Based on the questionnaire researchers found 53% are always and 30% are usually agreed when they must study using Google Classroom, Zoom and YouTube. Researchers found that 18% of the population are always and the other 48% are usually got good final scores during online learning using social media. More ever using social media, make students have appropriate platform to study in pandemic era and also can improve their achievement using social media at once.

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“…Because of the variety of media, it has different characteristics. (Megawati & Astutik, 2019)Media are tools that the teacher uses in the teaching-learning process. The uses of media help the students master the material presented by the teachers more easily.…”

Section: Page505 Of 514mentioning

confidence: 99%

Listening Comprehension by using Video in Online Class through WhatsApp

Marleni

Sari

Hardi

2021

AIJP

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This research aims to determine whether there is an effect of using video as media on the students’ listening comprehension in an online class in the academic year 2020/2021. This research is pre-experimental. It involved 24 students in class. The class was taught by using video as media as the treatment in the class. The data were analyzed quantitatively by using the T-test formula. The result shows that the students listening comprehension in the post-test are higher than pre-test. The data analysis can be seen in many students who get a good score in the class by using video. It can be concluded that video in teaching listening comprehension in an online class is an influential media. As aresult, 𝑇𝑐𝑜𝑢𝑛𝑡is 7,03 and 𝑇𝑡𝑎𝑏𝑙𝑒is 1,68. In this case, the average score is 72. The use of video for listening comprehension is one of the alternative media in online class.

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EFL Learning Media: Perspective on E-Learning through Google Classroom

Cited by 8 publications

References 1 publication

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Role of Social Media on the Student's English Learning Achievement

Listening Comprehension by using Video in Online Class through WhatsApp

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